Arts and river waves (banzeiros): The Constitution of the Amazonian Teaching Artist
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Abstract
This article addresses the constitution of an Amazonian Teaching Artist who navigates through river waves, formative crossings, and displacements. Inspired by artistic and poetic experimentations carried out in the Amazon Rainforest, we seek to explore how we can become teachers who intertwine poetic writing and educational reflection. This process involves creative writing and educational experience. This is so because these two elements not only challenge the boundaries between art, teaching, and regional identity, but also integrate teaching internship narratives and impressions. Emerged from Amazonian waters and affections, our poetic writings trigger processes of subjectivation and self-invention, merging local knowledge with post-critical perspectives on teacher education. The study is aligned with the Philosophy of Difference (Deleuze, 2006) and inventive autobiography (Oliveira; Costa; Aikawa, 2023) and presents teaching as a practice that is rooted in territories, affections, and resistance. The study points to the need to rethink teacher education to include art, river waves, crossing places, creation, and Amazonian identity. Some References: Boal (2019), Corazza (2013, 2015), Krenak (2020), Deleuze and Guattari (1995).
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